Course Title:Cognitive Behavioral Theory and Technique Course Number: PSY 7504 A6 Units: 3
School:California School of Professional Psychology
Term & Year:Fall 2009
Day/Time: Tuesdays 9:00am- 12:00pm
INSTRUCTOR: Becky Newman, PsyD
Contact:beckyanewman@yahoo.com415-271-3606 Office Hours:by appointment Grading:Letter grades I.Course rationale This course helps in the fulfillment of the following PsyD program learning outcomes:
To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment, and 3) intervention
To develop student/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society
To develop students/graduates who have professional problem solving skills and attitudes essential for life long learning and scholarly inquiry
To develop students/graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth
To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context
In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes:
To prepare students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings
To integrate research findings and clinical literature with clinical practice
·To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population ·To develop an understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations ·To prepare students to be ethical and responsible professional psychologists who are committed to life long learning and productivity ·To develop an understanding of legal, ethical, and professional principles of clinical psychology, and how to apply them in research and practice II. Course Description, Purpose, Student Learning Outcomes and Assessment A.Course Description This course is designed as an introduction to the basics of cognitive-behavioral theory and therapy. There will be a focus on issues arising as treatment begins, such as decision-making and treatment planning; on treatment techniques commonly used in CBT and the theories underlying them; on issues relating to CBT; and on empirically supported treatment programs. B.Purpose of the Course By the end of this course, students will be able to present and formulate clinical cases using cognitive behavioral and multicultural perspectives.They will be able to critically discuss the application of cognitive behavioral theory and treatment approaches to various populations. C.Specific Learning Outcomes Upon completion of the course, students will be able to: 1.assess and formulate a client's problems in a way that is both responsive to the client's individualpresenting issues and circumstances within a cognitive behavioral theoretical framework; 2.discuss clinical case material orally and in writing thatshows the ability to plan a cognitive behavioral course of treatment; 3.plan a course of treatment and summarize the interventions both orally and in writing.The course of treatment shall be: 1) responsive to the client's individual clinical needs, including cultural, socio-economic, sexual, and/or age issues; 2) responsive to constraints in the therapeutic environment; and 3) guided by current clinical research and empirically based strategies; 4.discuss and compare the various approaches and techniques within cognitive behavioral theory such as thought records, chain analyses, systemic desensitization, REBT, ACT, DBT and mindfulness based approaches. D.Instructional Strategy The class will include lecture, videos, role plays, case presentations, discussion and student presentations.Students will be expected to have completed the readings prior to class and be able to discuss the readings. E.Class Component on Multicultural and International Issues: The class has a focus on the examination of multicultural issues such as race, class, gender, culture, ability, and sexual orientation on the process and outcome of treatment.International perspectives such as immigration and trauma will also be explored.Readings, class discussion and assignments address these issues. F.Description of Course Requirements and Assessment Methods: 1.Case Presentation Paper – 40%:Choose a current or past clinical case and write up a conceptualization of the case from a cognitive behavioral framework.Develop a treatment plan for this case (this does not have to match what had been done).Include which interventions you would select and the rationale and how they are related to the conceptualization of the case.Include the obstacles you might expect to appear within the treatment and how these might be addressed.Address how you would evaluate whether the treatment is effective.Please include an exploration of the client’s cultural (gender, age, race, class, sexuality, ability, etc.) background and how this influences your approach.Be prepared to cite research that supports your approach and discuss with your classmates.Use the Persons text to guide the structuring and presentation of your case conceptualization.The papers will be due on the day of your case presentation in class. 2.Class presentation – 25%: Each student will be responsible for presenting information on the latest research and new approaches with an emphasis on working with specific populations (i.e. women of color, LBGT, immigrant populations, elderly, etc.).A list of possible topics will be presented in the beginning of the semester and these will be divided up among students.Students will be responsible for doing literature searches, creating a presentation (approximately 20-30 minutes) and having a bibliography available for classmates and the instructor on the day of the presentation. 3. Case Conference – 20%: Present your case to the class for discussion.Thoughtful, creative discussion, and critical feedback for classmates during their case presentations is expected. 4. Reaction papers and general class participation – 15%:Students are responsible to participate in each class (not just on their presentation dates) and be prepared to discuss the assigned readings.There will be two informal (1-2 page) reaction papers assigned to explore your experience in practicing these techniques with yourself.This can be incorporating mindfulness, exposure schedules, thought records, chain analysis or other cognitive approaches in your daily life. III.Course Readings and Materials Required texts Barlow, D. (Ed.) (2007).Clinical handbook of psychological disorders: A step-by-step treatment manual (4th ed.).New York: The Guilford Press. Persons, J.(1989). Cognitive therapy in practice: A case formulation approach.New York: W.W. Norton. Recommended texts Burns, D.(1989).The feeling good handbook.New York: Plume. Greenberger, D. & Padesky, C.(1995). Mind over mood: A cognitive therapy treatment manual for clients.New York: The Guildford Press. Greenberger, D. & Padesky, C. (1995).Clinician’s guide to mind over mood.New York: The Guildford Press.
All required and recommended texts will be on reserve at the library
IV. Policies and Procedures: Behavioral Expectations/Attendance Students are expected to attend every class on time unless there is prior permission or a documented illness or emergency.Students are expected to be tactful and respectful in their interactions and feedback to classmates. 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as courtesy and to check for assignments.See the University Catalog for the complete policy on attendance http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). 2.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments and papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. 3.Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 4.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. 5.Evaluation of Students’ Professional Development and Functioning In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs.This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). 6.Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services. 7.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 8.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. 9.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. V.Course Outline: Reminder: Syllabus is subject to change – this is the general structure and content of the course.However, the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty or other needs.We may spend more time on some topics as needed and may move more quickly over other topics. Week 1: September 1Overview Overview of the syllabus and the class.Introductions.Overview of the history of and types of cognitive and behavioral approaches.Assignment of class presentations. Week 2: September 8Case conceptualization Required reading:Persons 1 through 8 Week 3: September 15Depression Required reading: Barlow 6 and 8 Recommended reading: Greenberger and Padesky (workbook and clinician guide) Week 4: September 22Mood Disorders Required reading: Barlow 5 and 10 Recommended reading: Burns Week 5: September 29Anxiety Disorders (Panic Disorder and PTSD) Required reading:Barlow 1 and 2 Week 6: October 6Anxiety Disorders (Social Anxiety and OCD) Required reading:Barlow 3 and 4 Week 7: October 13Drug and Alcohol Abuse Required reading:Barlow 12 and 13 Week 8: October 20Psychotic Disorders and Eating Disorders Required reading:Barlow 11 and 14 First reaction paper due Week 9: October 27Dialectical Behavior Therapy Required readingBarlow 9 Week 10: November 3Rational Emotive Behavior Therapy Required reading: Readings to be on electronic reserve Week 11: November 10Acceptance Commitment Therapy and mindfulness based approaches Required reading:Readings to be on electronic reserve Week 12: November 17Case Presentations Week 13: November 24Case Presentations Week 14: December 1Case Presentations Week 15: December 8Case Presentations and Potluck Final Reaction paper due
COURSE INFORMATION FORM
Course Title: Cognitive Behavioral Theory and TechniqueCourse Number: PSY 7504 A6
Units: 3
School: California School of Professional Psychology
Term & Year: Fall 2009Day/Time: Tuesdays 9:00am- 12:00pm
INSTRUCTOR: Becky Newman, PsyD
Contact: beckyanewman@yahoo.com 415-271-3606Office Hours: by appointment
Grading: Letter grades
I. Course rationale
This course helps in the fulfillment of the following PsyD program learning outcomes:
- To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment, and 3) intervention
- To develop student/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society
- To develop students/graduates who have professional problem solving skills and attitudes essential for life long learning and scholarly inquiry
- To develop students/graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth
- To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context
In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes:- To prepare students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings
- To integrate research findings and clinical literature with clinical practice
· To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population· To develop an understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations
· To prepare students to be ethical and responsible professional psychologists who are committed to life long learning and productivity
· To develop an understanding of legal, ethical, and professional principles of clinical psychology, and how to apply them in research and practice
II. Course Description, Purpose, Student Learning Outcomes and Assessment
A. Course Description
This course is designed as an introduction to the basics of cognitive-behavioral theory and therapy. There will be a focus on issues arising as treatment begins, such as decision-making and treatment planning; on treatment techniques commonly used in CBT and the theories underlying them; on issues relating to CBT; and on empirically supported treatment programs.
B. Purpose of the Course
By the end of this course, students will be able to present and formulate clinical cases using cognitive behavioral and multicultural perspectives. They will be able to critically discuss the application of cognitive behavioral theory and treatment approaches to various populations.
C. Specific Learning Outcomes
Upon completion of the course, students will be able to:
1. assess and formulate a client's problems in a way that is both responsive to the client's individual presenting issues and circumstances within a cognitive behavioral theoretical framework;
2. discuss clinical case material orally and in writing that shows the ability to plan a cognitive behavioral course of treatment;
3. plan a course of treatment and summarize the interventions both orally and in writing. The course of treatment shall be: 1) responsive to the client's individual clinical needs, including cultural, socio-economic, sexual, and/or age issues; 2) responsive to constraints in the therapeutic environment; and 3) guided by current clinical research and empirically based strategies;
4. discuss and compare the various approaches and techniques within cognitive behavioral theory such as thought records, chain analyses, systemic desensitization, REBT, ACT, DBT and mindfulness based approaches.
D. Instructional Strategy
The class will include lecture, videos, role plays, case presentations, discussion and student presentations. Students will be expected to have completed the readings prior to class and be able to discuss the readings.
E. Class Component on Multicultural and International Issues:
The class has a focus on the examination of multicultural issues such as race, class, gender, culture, ability, and sexual orientation on the process and outcome of treatment. International perspectives such as immigration and trauma will also be explored. Readings, class discussion and assignments address these issues.
F. Description of Course Requirements and Assessment Methods:
1. Case Presentation Paper – 40%: Choose a current or past clinical case and write up a conceptualization of the case from a cognitive behavioral framework. Develop a treatment plan for this case (this does not have to match what had been done). Include which interventions you would select and the rationale and how they are related to the conceptualization of the case. Include the obstacles you might expect to appear within the treatment and how these might be addressed. Address how you would evaluate whether the treatment is effective. Please include an exploration of the client’s cultural (gender, age, race, class, sexuality, ability, etc.) background and how this influences your approach. Be prepared to cite research that supports your approach and discuss with your classmates. Use the Persons text to guide the structuring and presentation of your case conceptualization. The papers will be due on the day of your case presentation in class.
2. Class presentation – 25%: Each student will be responsible for presenting information on the latest research and new approaches with an emphasis on working with specific populations (i.e. women of color, LBGT, immigrant populations, elderly, etc.). A list of possible topics will be presented in the beginning of the semester and these will be divided up among students. Students will be responsible for doing literature searches, creating a presentation (approximately 20-30 minutes) and having a bibliography available for classmates and the instructor on the day of the presentation.
3. Case Conference – 20%: Present your case to the class for discussion. Thoughtful, creative discussion, and critical feedback for classmates during their case presentations is expected.
4. Reaction papers and general class participation – 15%: Students are responsible to participate in each class (not just on their presentation dates) and be prepared to discuss the assigned readings. There will be two informal (1-2 page) reaction papers assigned to explore your experience in practicing these techniques with yourself. This can be incorporating mindfulness, exposure schedules, thought records, chain analysis or other cognitive approaches in your daily life.
III. Course Readings and Materials
Required texts
Barlow, D. (Ed.) (2007). Clinical handbook of psychological disorders: A step-by-step treatment manual (4th ed.). New York: The Guilford Press.
Persons, J. (1989). Cognitive therapy in practice: A case formulation approach. New York: W.W. Norton.
Recommended texts
Burns, D. (1989). The feeling good handbook. New York: Plume.
Greenberger, D. & Padesky, C. (1995). Mind over mood: A cognitive therapy treatment manual for clients. New York: The Guildford Press.
Greenberger, D. & Padesky, C. (1995). Clinician’s guide to mind over mood. New York: The Guildford Press.
All required and recommended texts will be on reserve at the library
IV. Policies and Procedures:
Behavioral Expectations/Attendance
Students are expected to attend every class on time unless there is prior permission or a documented illness or emergency. Students are expected to be tactful and respectful in their interactions and feedback to classmates.
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf).
2. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments and papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
3. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
4. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
5. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
6. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.
7. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
8. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
9. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
V. Course Outline:
Reminder: Syllabus is subject to change – this is the general structure and content of the course. However, the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty or other needs. We may spend more time on some topics as needed and may move more quickly over other topics.
Week 1: September 1 Overview
Overview of the syllabus and the class. Introductions. Overview of the history of and types of cognitive and behavioral approaches. Assignment of class presentations.
Week 2: September 8 Case conceptualization
Required reading: Persons 1 through 8
Week 3: September 15 Depression
Required reading: Barlow 6 and 8
Recommended reading: Greenberger and Padesky (workbook and clinician guide)
Week 4: September 22 Mood Disorders
Required reading: Barlow 5 and 10
Recommended reading: Burns
Week 5: September 29 Anxiety Disorders (Panic Disorder and PTSD)
Required reading: Barlow 1 and 2
Week 6: October 6 Anxiety Disorders (Social Anxiety and OCD)
Required reading: Barlow 3 and 4
Week 7: October 13 Drug and Alcohol Abuse
Required reading: Barlow 12 and 13
Week 8: October 20 Psychotic Disorders and Eating Disorders
Required reading: Barlow 11 and 14
First reaction paper due
Week 9: October 27 Dialectical Behavior Therapy
Required reading Barlow 9
Week 10: November 3 Rational Emotive Behavior Therapy
Required reading: Readings to be on electronic reserve
Week 11: November 10 Acceptance Commitment Therapy and mindfulness based approaches
Required reading: Readings to be on electronic reserve
Week 12: November 17 Case Presentations
Week 13: November 24 Case Presentations
Week 14: December 1 Case Presentations
Week 15: December 8 Case Presentations and Potluck
Final Reaction paper due